Мектептегі психологиялық-педагогикалық қолдау қызметі мамандарының пән мұғалімдерімен өзара іс-қимылы

Abstract

Ensuring access to quality education for all children is one of the priorities of the country's State policy. In this regard, the joint work of specialists of the psychological and pedagogical support service in the school space is important when including each child in the educational process, taking into account his individual capabilities and special needs. The purpose of this article is to study the interaction of specialists of the psychological and pedagogical support service and subject teachers, identify difficulties in this interaction, as well as develop recommendations for overcoming them. To fulfill the tasks set and ensure the reliability of the data in the course of the study, the authors used theoretical, diagnostic and empirical methods. The results of a study conducted in the regions based on qualitative and quantitative methods in accordance with the research methodology are presented. The results indicate the need to increase the interaction of specialists of the psychological and pedagogical support service with subject teachers in order to timely identify difficulties in teaching students and provide them with the necessary support, while the work of the psychological and pedagogical support service should be carried out in educational organizations in accordance with approved rules. The article also proposes a model of psychological and pedagogical support, developed on the basis of international experience, for the effective implementation of the interaction of these groups and ensuring the inclusion of all children in the educational process, taking into account individual capabilities and special needs.